MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 1 of 13 Second Nine Weeks

BODY OF KNOWLEDGE: L: Life Science Pacing Date

TOPIC XI: CLASSIFICATION - Photosynthesis Traditional 6 days 11-13-14 to 11-20-14

Why do scientists classify living things the way they do? Block 3 days 11-13-14 to 11-20-14

NEXT GENERATION SUNSHINE STATE STANDARDS

ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS

Standard 14: Organization and

Development of Living Organisms SC.912.L.14.7* Standard 18: Matter and Energy

Transformations. SC.912.L.18.1* SC.912.L.18.7 SC.912.L.18.9* Mathematics Clusters: MAFS.912.N-Q.1

Language Arts Clusters: LAFS.910.SL.1 LAFS.910.SL.2 LAFS.910.RST.1 LAFS.910.RST.2 LAFS.910.RST.3 LAFS.910.RST.4 LAFS.910.WHST.1 LAFS.910.WHST.2 LAFS.910.WHST.3 LAFS.910.WHST.4

*Annually Assessed benchmark.

A. General equation of Photosynthesis (18.7) 1. Reactants 2. Products 3. Basic functions

B. Where it occurs(14.7)

1. Leaf structure 2. Chloroplasts 3. Gas exchange and Homeostasis 4. Transport of water and nutrients 5. Transpiration

C. Non plant examples of photosynthetic

organisms** 1. Algae and bacteria

D. Role of carbohydrates as a source of

energy (18.1) 1. Structure 2. Function of carbohydrates as a source

of energy for synthesis of other compounds

Identify the reactants, products, and/or the basic function of photosynthesis.

Explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.

Show and/or formulate how the processes of photosynthesis and cellular respiration are interrelated. (ALD)

Explain how photosynthesis stores energy in organic compounds and cellular respiration releases energy from organic compounds.

Connect the role of ATP to energy transfers within the cell. (ALD)

Describe how the structure of a leaf enables it to carry out photosynthesis.

Explain how gas exchange in leaves relates to homeostasis.

Describe how the products of photosynthesis are transported throughout a plant.

Identify factors that affect the rate at which photosynthesis occurs.

Describe the primary functions of carbohydrates.

Summarize the basic molecular structure and the primary function of macromolecules in organisms. (ALD)

All Mathematics and Language Arts benchmarks must be incorporated into

the instruction throughout the year, where applicable.

Core Text Book: Chapter 8.1, 8.2 , 8.3,

23.4, and 23.5 Vocabulary: (see p.2)

Autotroph, photosynthesis, heterotroph, ATP, ADP, blade, petiole, mesophyll, palisade mesophyll, spongy mesophyll, stoma, transpiration, guard cell, adhesion, cohesion, pressure-flow hypothesis, chlorophyll, thylakoid, stroma Technology: (see p.2)

1. Untamed Science: Out of Thin Air 2. Interactive Art: Photosynthesis 3. Tutor Tube: Understanding Plant Growth 4. Art Review: Anatomy of a Leaf 5. Visual Analogy: Transpirational Pull 6. Edgenuity 7. Extended Learning Modules Strategies: (see p.2)

o ELL: o Enrichment: o SPED:

Assessment: (see p.2)

1. Formal and authentic 2. Lab reports Labs: (see p. 2)

1. Investigating the Effect of Light Intensity on Photosynthesis (HSL)

Related Program:

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 2 of 13 Second Nine Weeks

TOPIC XI INSTRUCTIONAL TOOLS

Vocabulary:

Stoma, Guard cell, Transpiration, Adhesion, Cohesion, Capillary action, Pressure-flow hypothesis. Technology:

8. Data Analysis: Shedding Light on Marine Algae 9. Data Analysis: Effect of CO₂ on Plant Stomata

10. PBS(NOVA) Interactive: Illuminating Photosynthesis with Webquest 11. Photosynthesis Simulation: The Effects of Light Intensity and Wavelength on the Rate of Photosynthesis 12. Exploring Photosynthesis 13. Bozeman Podcast: Photosynthesis & Respiration 14. HippoCampus Biology: Introduction to Photosynthesis: Overview 15. HippoCampus Biology: Energy From The Sun 16. HippoCampus Biology: Introduction to Photosynthesis: Summary 17. Khan Academy: Photosynthesis Strategies:

CRISS - Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes , Think-Tac-Toe, Cooperative Learning, Exit Cards.

Differentiated Instruction - Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo

Lab Strategies - Use the scientific method to analyze the variables in labs and report results in a proper lab write-up format. Assign lab roles to student; Project Director, Materials Manager, Technical Manager, Safety Director. Follow the district’s guideline for Power Writing in Science.

Assessment:

3. Cornell Style Notes (AVID) 4. Class participation Labs:

2. Quick Lab: What Waste Material is Produced During Photosynthesis? (TX) p. 234 3. Quick Lab: Examining Stomata (TX) p. 683 4. Quick Lab: What Is the Role of Leaves in Transpiration? (TX) p. 686 5. Glencoe: Virtual Lab: Plant Transpiration

TOPIC XI GIZMO CORRELATION

BENCHMARK GIZMO TITLE

SC.912.L.14.7 Photosynthesis Lab

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 3 of 13 Second Nine Weeks

Standard:

SC.912.P.8.7

Video

Chemical Reactions and Equations Biology: The Science of Life: The Flow of Matter and Energy in the Living World: Photosynthesis and Cellular Respiration: Photosynthesis

Standard:

SC.912.L.14.7

Video

The Structure and Function of the Stomata

The Mechanism of Opening and Closing the Stomatal Pore

Vascular & Nonvascular Plants

What Are Angiosperms?

Flowering Plant Reproduction

Variations in Flowers & Pollination

Double Fertilization

Image

Flower, Lily; pistil indicated

Fern fronds with spore cases

Moss, Club

Xylem

Standard:

SC.912.L.18.1

Video

Molecules, Compounds, and Macromolecules

Macromolecules

Carbohydrates

Lipids: Fats and Oils

Lipids & Cholesterol

Proteins

An Introduction to Proteins

Proteins and Amino Acids

Protein Shapes Revisited

What Is Protein?

Structures and Functions of Different Proteins in the Body

Nucleic Acids

Audio

The Structure of the Cell: Proteins and Enzymes

Article

Nucleic Acids

Standard:

SC.912.L.18.9

Video

Cellular Energetics

Cellular Energy: Respiration

Standard:

SC.912.L.18.7

Video

Photosynthesis

Photosynthesis Reaction

The Photosynthesis Equation

Future Uses

Water and Plants: A Unique Relationship

Dark Reactions of Photosynthesis

Cellular Energy: Photosynthesis

Photosynthesis in Single-Cell Organisms

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 4 of 13 Second Nine Weeks

Image

Photosynthesis and Respiration

Photosynthesis: Role of ATP and ADP

Photosynthesis: Elements

Light energy to chemical energy to ATP

Photosynthesis (1)

Photosynthesis (2)

Photosynthesis and respiration, relationship between

Photosynthesis, definition

Skill Builder

Skill Builder: Photosynthesis

Carbon Cycle

Video

The Venus Flytrap and Other Carnivorous Plants 10 "Big Question" Mysteries for Chemistry to Solve Withering Crops Turning Over a New Leaf: How Leaves Die Chemistry of Changing Leaves The Chemistry of Green: Chlorophyll

Image Chemistry: 10 Unsolved Mysteries Power Plants: Engineers Mimic Photosynthesis to Harvest Light Energy Newly-Discovered Chlorophyll Scavenger Could Lead to Cheaper Biofuels

MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 5 of 13 Second Nine Weeks

SC.912.L14.7: Relate the structure of each of the major plant organs and tissues to physiological processes. (Cognitive Complexity: Level 2: Basic Application of Skills &

Concepts)

SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND

ASSESSMENT ACTIVITIES

Score/Step 5.0

I am able to relate structures of plant tissues and organs directly to their roles in

physiological processes.

Choose any plant structure, tissue, or organ and describe

the effect it will have in a physiological process if that organ

is not present.

Score/Step 4.0

I am able to relate structures of plant tissues and organs to their roles in

physiological processes.

Investigate the structures of plant tissues and organs and

relate the structure of plant parts to their function and

dissect a flower to examine key structures and match them

to their function.

Score/Step 3.0 Target

(Learning Goal)

I am able to relate the structures of plant tissues and organs to their roles in

physiological processes.

Create a foldable to differentiate the role of the key

structures listed below as they relate to each physiological

process: photosynthesis, cellular respiration, transpiration,

growth, and reproduction.

Score/Step 2.0

I am able to identify the structures and functions of plant tissues and organs. Given a general diagram of a plant, identify key structures

and match them to their function. Plant Key Structures:

roots, stems, leaves, flowers, fruits, cones, meristematic

tissue, ground tissue, dermal tissue, vascular tissue,

cambium, guard cells, phloem, root hairs, root cap, seed,

stomata, xylem

Given a flower diagram, identify key structures and match

them to their function.

Flower Key Structures: stamen, pistil, ovary, petals, sperm,

egg, sepal, filament, anther, style, and stigma.

Score/Step 1.0

I am able to identify basic plant organs.

MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 6 of 13 Second Nine Weeks

SC.912.L.18.1: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. ( Cognitive Complexity: Level 2: Basic

Application of Skills & Concepts )

SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT

ACTIVITIES

Score/Step 5.0

I am able to summarize the basic molecular structure and the primary function of

macromolecules in organisms.

Develop an argument for each macromolecule and justify

their level of importance in various organisms.

Score/Step 4.0

I am able to summarize the basic molecular structure and the primary function of

macromolecules in organisms.

Construct models of each of the four macromolecules and a

Venn diagram that compares and contrasts the molecules

based on elemental composition, structure, function.

Score/Step 3.0 Target

(Learning Goal)

I am able to identify the basic molecular structure and the primary function of

macromolecules in organisms.

Create a foldable that names the four macromolecules,

describes two major functions of each, and identifies the

basic molecular structure.

Score/Step 2.0

I am able to identify the primary function of the four macromolecules in organisms. Match each macromolecule to a brief description of the

various functions.

Score/Step 1.0

I am able to recognize that there are four macromolecules.

MIAMI-DADE COUNTY PUBLIC SCHOOLS Learning Goals

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 7 of 13 Second Nine Weeks

SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration. ( Cognitive Complexity: Level 2: Basic Application of Skills & Concepts )

SCALE LEARNING PROGRESSION SAMPLE PROGRESS MONITORING AND ASSESSMENT

ACTIVITIES

Score/Step 5.0

I am able to formulate how the processes of photosynthesis and cellular respiration

are interrelated.

Investigate how the process of photosynthesis and cellular

respiration are interrelated by observing changes in the

concentration of carbon dioxide and oxygen during this

processes.

Score/Step 4.0

I am able to show how the processes of photosynthesis and cellular respiration are

interrelated.

Draw a diagram that shows the cyclical nature of the

processes of photosynthesis and cellular respiration.

Score/Step 3.0 Target

(Learning Goal)

I am able to show the interrelatedness of photosynthesis and cellular respiration. Given a diagram of the carbon-oxygen cycle, trace the flow

of carbon dioxide, oxygen, water, and energy.

Using a graphic organizer, compare and contrast the

reactants and products, location in the cells, flow of energy,

and organisms involved in the process of photosynthesis

and cellular respiration.

Score/Step 2.0

I am able to recognize that photosynthesis and cellular respiration are related. Write the chemical equations of the process of

photosynthesis and cellular respiration.

Describe the relationship between the two processes. (i.e.

the reactants of photosynthesis are the products of cellular

respiration and vice versa)

Score/Step 1.0 I am able to recognize the importance of energy for all living things.

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 8 of 13 Second Nine Weeks

NEXT GENERATION SUNSHINE STATE STANDARDS

LIFE SCIENCE BODY OF KNOWLEDGE

Standard 14: Organization and Development of Living Organisms

A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.

BENCHMARK CODE BENCHMARK

SC.912.L.14.7*

Relate the structure of each of the major plant organs and tissues to physiological processes. Remarks/Examples: Annually Assessed on

Biology EOC. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

STANDARD 18: Matter and Energy Transformations

A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible.

BENCHMARK CODE BENCHMARK

SC.912.L.18.1*

Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Remarks/Examples:

Annually assessed on Biology EOC. Also assesses SC.912.L.18.11. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

SC.912.L.18.9*

Explain the interrelated nature of photosynthesis and cellular respiration. Remarks/Examples: Annually assessed on Biology EOC. Also

assesses SC.912.L.18.7 SC.912.L.18.8 SC.912.L.18.10. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MATHEMATICS:

Reason quantitatively and use units to solve problems.

BENCHMARK CODE BENCHMARK

MAFS.912.N-Q.1.1

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. Remarks/Examples: Algebra 1, Unit 1: Working with quantities and

the relationships between them provides grounding for work with expressions, equations, and functions. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MAFS.912.N-Q.1.3

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. Remarks/Examples: Algebra 1, Unit 1:

Working with quantities and the relationships between them provides grounding for work with expressions, equations, and functions. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 9 of 13 Second Nine Weeks

LANGUAGE ARTS:

Comprehension and Collaboration

BENCHMARK CODE BENCHMARK

LAFS.910.SL.1.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. (b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. (c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. (d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LAFS.910.SL.1.2

Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LAFS.910.SL.1.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Presentation of Knowledge and Ideas

BENCHMARK CODE BENCHMARK

LAFS.910.SL.2.4

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LAFS.910.SL.2.5

Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Key Ideas and Details

BENCHMARK CODE BENCHMARK

LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

LAFS.910.RST.1.2

Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 10 of 13 Second Nine Weeks

LANGUAGE ARTS:

Key Ideas and Details

BENCHMARK CODE BENCHMARK

LAFS.910.RST.1.3

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Craft and Structure

BENCHMARK CODE BENCHMARK

LAFS.910.RST.2.4

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

LAFS.910.RST.2.5

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

LAFS.910.RST.2.6

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Integration of Knowledge and Ideas

BENCHMARK CODE BENCHMARK

LAFS.910.RST.3.7

Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

LAFS.910.RST.3.8

Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

LAFS.910.RST.3.9

Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

Range of Reading and Level of Text Complexity

BENCHMARK CODE BENCHMARK

LAFS.910.RST.4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 11 of 13 Second Nine Weeks

LANGUAGE ARTS:

Text Types and Purposes

BENCHMARK CODE BENCHMARK

LAFS.910.WHST.1.1

Write arguments focused on discipline-specific content. (a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,

and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (b) Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. (c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (e) Provide a concluding statement or section that follows from or supports the argument presented. Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

LAFS.910.WHST.1.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (a) Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. (b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. (c) Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. (d) Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. (e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. (f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

Production and Distribution of Writing

BENCHMARK CODE BENCHMARK

LAFS.910.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LAFS.910.WHST.2.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

LAFS.910.WHST.2.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

MIAMI-DADE COUNTY PUBLIC SCHOOLS District Pacing Guide

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 12 of 13 Second Nine Weeks

LANGUAGE ARTS:

Research to Build and Present Knowledge

BENCHMARK CODE BENCHMARK

LAFS.910.WHST.3.7

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

LAFS.910.WHST.3.8

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cognitive Complexity: Level 4: Extended Thinking &Complex Reasoning

LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

Range of Writing

BENCHMARK CODE BENCHMARK

LAFS.910.WHST.4.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning

MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Template

BIOLOGY I Course Code: 200031001

Division of Academics – Department of Science Page 13 of 13 Second Nine Weeks

Date Pacing Guide Benchmark(s) Data Driven Benchmark(s) Activities Assessment(s) Strategies

Traditional:

11-13-14 to 11-20-14 Block:

11-13-14 to 11-20-14

Standard 14: Organization and

Development of Living Organisms SC.912.L.14.7* Standard 18: Matter and Energy

Transformations. SC.912.L.18.1* SC.912.L.18.7 SC.912.L.18.9* Mathematics Clusters: MAFS.912.N-Q.1

Language Arts Clusters: LAFS.910.SL.1 LAFS.910.SL.2 LAFS.910.RST.1 LAFS.910.RST.2 LAFS.910.RST.3 LAFS.910.RST.4 LAFS.910.WHST.1 LAFS.910.WHST.2 LAFS.910.WHST.3 LAFS.910.WHST.4

*Annually Assessed benchmark.

All Mathematics and Language Arts

benchmarks must be incorporated into the

instruction throughout the year, where applicable.